El papel de la Inteligencia Emocional en la resolución de problemas sociales en estudiantes adolescentes

The present study examines the relation between perceived emotional intelligence and solving social problems in a sample of 217 adolescent’s students. The result showed the predictive and incremental validity of IEP in solving social problems controlling for the influence of demographic characteristics (sex and age). Hierarchical regression analyses revealed that Emotional Clarity predicted part of the variance of Positive Problem Orientation. Further, Attention to feelings explained part of the variance of the Negative Problem Orientation, Rational Problem Solving and Avoidance Style sub-scales. Finally, Mood Repair still remained significant in predicting Impulsivity-Carelessness Style sub-scales. Therefore, this study analyzed the significant differences in function of gender. The results showed that women used more frequently Negative Problem Orientation strategies than men, while male students used more frequently Positive Problem Orientation, Impulsivity-Carelessness and Avoidance Style compared to female students. Referring to emotional abilities, female students reported higher scores on attention to feelings and mood clarity than their male counterparts. However, male students showed higher scores on mood repair than female students did. These data provide evidence about the potential role of emotional abilities after controlling for gender and age and support the implementation of activities to develop emotional abilities in order to foster the efficacy of programmes oriented to solving social problems in the classroom.La presente investigación, con una muestra de 217 adolescentes, se centra en el análisis de la relación entre la inteligencia emocional percibida (IEP) y el grado en que el estudiante afronta y soluciona problemas sociales. Los resultados evidenciaron el valor predictivo e incremental de la IEP en relación a la resolución de problemas sociales controlando las variables demográficas (sexo y edad). Los análisis de regresión jerárquica por pasos muestran que la dimensión de Claridad emocional predice parte de la varianza de la subescala del SPSI-R denominada Orientación Positiva al Problema (OPP); Atención emocional explicó parte de la varianza de Orientación Negativa al Problema (ONP), Resolución Racional de problemas (RRP) y Estilo de Evitación (EE); finalmente, Reparación de las emociones predijo cuatro de las cinco dimensiones de la resolución de problemas excepto Estilo de Evitación. Asimismo, la variable edad predijo las dimensiones ONP, EE y EII (Estilo Impulsivo/Irreflexivo). Además se analizaron las diferencias en función del género. Los resultados mostraron que las mujeres emplean en mayor medida estrategias basadas en la Orientación Negativa al Problema, mientras que los varones se caracterizan por una mayor Orientación Positiva al Problema, un estilo más impulsivo a la hora de resolver conflictos, recurriendo en mayor medida a un estilo de evitación que las mujeres. En cuanto a las habilidades emocionales, las estudiantes informaban mayores niveles de atención a sus emociones y claridad emocional que sus compañeros varones; en cambio éstos informaban tener una mayor capacidad para reparar sus estados emocionales negativos en situaciones de malestar. Estos resultados arrojan evidencias sobre el papel potencial de las destrezas emocionales y sugieren la implementación de actividades que contemplen el desarrollo de estas habilidades emocionales básicas como base para una mayor eficiencia de los programas de formación de resolución de conflictos sociales en el aula.ABSTRACTThe present study examines the relation between perceived emotional intelligence and solving social problems in a sample of 217 adolescent’s students. The result showed the predictive and incremental validity of IEP in solving social problems controlling for the influence of demographic characteristics (sex and age). Hierarchical regression analyses revealed that Emotional Clarity predicted part of the variance of Positive Problem Orientation. Further, Attention to feelings explained part of the variance of the Negative Problem Orientation, Rational Problem Solving and Avoidance Style sub-scales. Finally, Mood Repair still remained significant in predicting Impulsivity-Carelessness Style sub-scales. Therefore, this study analyzed the significant differences in function of gender. The results showed that women used more frequently Negative Problem Orientation strategies than men, while male students used more frequently Positive Problem Orientation, Impulsivity-Carelessness and Avoidance Style compared to female students. Referring to emotional abilities, female students reported higher scores on attention to feelings and mood clarity than their male counterparts. However, male students showed higher scores on mood repair than female students did. These data provide evidence about the potential role of emotional abilities after controlling for gender and age and support the implementation of activities to develop emotional abilities in order to foster the efficacy of programmes oriented to solving social problems in the classroom.